Traditional culture in a multicultural society, and particularly traditional music, initiates new trends in attitudes and relationships towards other cultures. Traditional music participates in the construction of identities and, by its nature, encourages communication and interaction, through an informal language it directs all participants of the educational process towards understanding, acceptance, comprehension, respect and evaluation without prejudice towards any cultural differences. With the aim to examine the application, evaluation and knowledge of traditional music in the teaching process, in particular with respect to the traditional music of Istria, a study was conducted on a sample of 123 elementary schools teachers and music teachers from twelve elementary schools in Pula. The results have shown that the majority of teachers have an exceptionally positive attitude towards using traditional music of Istria in their teaching. By means of factor analysis we reduced the 21 statements from the attitudes scale to four latent dimensions-factors: the first factor, or -capability development-, marks the support and development of pupil’s musical creativity and makes 32.98% of the total variance; the second factor -knowledge motivation-, refers to the impact of traditional music in encouraging music education and creativity, making 13.95% of the total variance; the third factor or -competencies- promotes the importance of acquiring competencies through traditional music and makes 8.13% of the total variance; the fourth factor -knowledge deficit-, describes the extent to which teachers lack the knowledge of traditional music and it makes 5.86% of the total variance. In terms of the traditional Istrian music the attitudes of elementary teachers and music teachers do not significantly differ statistically, so we may conclude that traditional Istrian music is an important element in creating the curriculum in the context of intercultural competencies.